Education, communication, and science in the public sphere

Feinstein, Noah Weeth

doi:10.1002/tea.21192

Cited by 39 publications

(49 citation statements)

References 76 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is important to mention that this classification is in general operational not only for the New Media environment in terms of science dissemination and its relations with the public but also for the traditional tools in media and PR (Feinstein, 2015). Anyway, a more detailed analysis of this perspective of approach suggests, in our view, the fact that science dissemination would never have as a public the segment of scientists.…”

Section: The Theoretical Frame For the New Style Of Scientific Journamentioning

confidence: 99%

The Science Communication in Context of New Media——The Case of Science Journalism

He¹

2017

JMC

View full text Add to dashboard Cite

 This article emphasizes the importance of science communication in context of new media. A brief summary is offered of some particular posture of scientific journalism from within new media. With the above background, four priorities for future science communication in context of new media are introduced: (1) a brief description about the actual status of science communication within the new media and mass communication process in general; (2) a solid theoretical and conceptual frame for scientific journalism within new media context; (3) a description of some possible forms of public for scientific journalism; (4) a brief analysis upon the possible set of negative effects of scientific journalism in new media and globalization context, and a need for a larger perspective in any attempt to understand the phenomenon of science communication within new media and mass communication processes.

show abstract

Section: The Theoretical Frame For the New Style Of Scientific Journamentioning

confidence: 99%

The Science Communication in Context of New Media——The Case of Science Journalism

He¹

2017

JMC

View full text Add to dashboard Cite

show abstract

“…Those interested in improving science literacy might benefit from what scientific communication scholars already consider about research communication-how the public receives and digests science through the media and how their individualities might affect how they engage with it (or not) (Feinstein, 2015). Further research is needed to understand how to overcome bias as we work to improve science literacy through teaching science and information as processes.…”

Section: Klucevsek the Intersection Of Information And Science Literacymentioning

confidence: 99%

The Intersection of Information and Science Literacy

Klucevsek¹

2017

Comminfolit

View full text Add to dashboard Cite

To achieve higher science literacy, both students and the public require discipline-specific information literacy in the sciences. Scientific information literacy is a core component of the scientific process. In addition to teaching how to find and evaluate resources, scientific information literacy should include teaching the process of scholarship as a conversation and publication in the sciences. Faculty and librarians can be challenged in their efforts to teach students because of limited access to published research. Stronger scientific information literacy and more access to scholarly research could improve science literacy as a whole.

show abstract

“…La situación se complica luego de reconocer que la "escritura en ciencias" es una de las cualidades (entre otras) con la que se espera cuente la ciudadanía (Balgopal, Laybourn, Wallace y Brisch, 2015;Blanco-López, España-Ramos y González-García, 2015;Feinstein, 2015;Schoerning, Hand, Shelley y Therrien, 2015;Takao y Kelly, 2003;Xiao y Sandoval, 2015). Bajo esta perspectiva se asume a la argumentación escrita y espontánea (Archila, 2015a;Levin y Wagner, 2006) como un medio para potenciar la alfabetización científica que, a su vez, permite acceder a las concepciones en ciencias de los estudiantes (reveladas por el vocabulario recurrente) y el nivel de elaboración de sus escritos (expresado en el tipo de conectores utilizado) (Archila, 2015a).…”

unclassified

El empleo espontáneo de conectores y vocabulario relacionado con las ciencias: Implicaciones en la argumentación escrita

Archila¹,

Luna-Calderón²,

Mesa-Piñeros³

2017

Rev_Eureka_ensen_divulg_cienc

View full text Add to dashboard Cite

Este estudio da continuidad a esfuerzos previos dedicados a promover la escritura argumentativa en ciencia escolar. En el presente artículo se dan a conocer los conectores y el vocabulario relacionado con las ciencias que emplean espontáneamente (sin intervención del profesor) estudiantes entre 8 y 18 años de edad. Las producciones escritas (textos narrativos) de 343 participantes (183 niñas -160 niños) fueron examinadas para conocer cuáles son los conectores y el vocabulario relacionado con las ciencias que emplean espontáneamente, y cuál es la diferencia de su empleo según género y edad. Los resultados indican, por lo menos en este contexto, que el empleo de conectores depende de la edad y no del género. Respecto al vocabulario, se hallaron variaciones leves (poco significativas) con el paso de la edad de los participantes, niñas y niños lo emplean espontáneamente de modo similar. Estos resultados soportan la urgente necesidad de propiciar escenarios de escritura argumentativa en clase de ciencias.Palabras clave: Argumentación escrita; conector; didáctica de las ciencias; vocabulario.Students' spontaneous use of connectors and vocabulary related to science: Implications for written argumentation This study continues previous effort to promote written argumentation in school science. This article shows the 343 students' (183 females and 160 males, 8-18 years old) spontaneous (without the teacher's intervention) use of connectors and vocabulary related to science. Participants' written productions were examined in order to know which connectors and vocabulary they used spontaneously. Data on students' gender and age were also collected to explore the relationship between these factors. Results show, within this context at least, that the use of connectors depends on the age and does not depend on the gender. In relation to the vocabulary, slight variations (insignificants) were found over the age of participants, girls and boys use it in a similar way. Findings support the urgent need for promoting written argumentation scenarios in science classrooms.Keywords: Connector; science teaching; vocabulary; written argumentation.Para citar este artículo: Archila P.A., Luna-Calderón P., Mesa-Piñeros M. (2017). El empleo espontáneo de conectores y vocabulario relacionado con las ciencias: Implicaciones en la argumentación escrita. IntroducciónSimon, Steindl, Larcher, Kulac y Hotter (2016) han confirmado que fomentar la escritura tiene impactos favorables en el interés de los estudiantes hacia las ciencias de la naturaleza. El presente estudio da continuidad a la investigación realizada por Archila (2015a) en relación a la argumentación escrita. Se asume que la alfabetización científica es una misión prioritaria de la

show abstract

Education, communication, and science in the public sphere

Cited by 39 publications

References 76 publications

The Science Communication in Context of New Media——The Case of Science Journalism

The Science Communication in Context of New Media——The Case of Science Journalism

The Intersection of Information and Science Literacy

El empleo espontáneo de conectores y vocabulario relacionado con las ciencias: Implicaciones en la argumentación escrita

Contact Info

Product

Resources

About